Restorying as political action: authoring resistance through youth media arts

Abstract

This article explores the lived realities for young people growing up and learning in a climate of racial discrimination, religious intolerance, misogyny, and xenophobia, and how school-sponsored and school-supported uses of digital media can afford young people opportunities to navigate their experiences of social injustice and resist exclusionary discourses and practices. In a collaborative inquiry into the practices of two youth media producers, we explore how these counternarrative efforts are forms of restorying, in which young people write themselves into existence in ways that can reconfigure school spaces. Framed in Black feminist and critical cosmopolitan perspectives, this article considers how young people use new media tools in school to engage the narrative imagination and build the worlds they want to live in, simultaneously representing the political histories and realities of their everyday worlds and imagining alternative futures. We explore the ways schools can create opportunities for youth to engage in these new media practices that re-author themselves and the institutional spaces they encounter – and how these opportunities are situated within broader intersectional forms of systemic inequity and oppression.

Cite this

Amy Stornaiuolo, Ebony Elizabeth Thomas (2018). Restorying as political action: authoring resistance through youth media arts. Learning Media and Technology. https://doi.org/10.1080/17439884.2018.1498354

@article{amy2018restorying,
  title  = {Restorying as political action: authoring resistance through youth media arts},
  author = {Stornaiuolo, Amy and Thomas, Ebony Elizabeth},
  year   = {2018},
  journal = {Learning Media and Technology},
  doi    = {10.1080/17439884.2018.1498354}
}

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References